This is John talking through a presentation on "WIDA basics"
that we tend to give at Professional Developments.
This is the starting point for working with WIDA.
*If you click on the little rectangle on the lower right corner of the video,
it will play in full screen mode
-- making it easier to see (albeit a little blurrier).
Here's the PowerPoint from the video with no narration
-- I guess this would be the "karaoke version."
Here's the link for the W-APT materials
-- but they're on the incredibly annoying-to-get-to MPS Google Apps space
-- so (a) only MPS people can access them,
and (b) only the most persistent among MPS folks. https://sites.google.com/a/mpls.k12.mn.us/ell2/w-apt
MPS teachers: if you can't reach the MPS Google Apps site, referred to above and work through these documents --->
"Success Breeds Success": Leveling Up, ELD, and Easy Wins.
A video I did with suggestions on how to support
English Language Proficiency growth for MPS students.
(It's 16 minutes long, but sixteen minutes that fly by ...)
This is the document you've been looking for! Annual WIDA Proficiency-Level Growth Rates broken down by GRADE
CLUSTER and by WIDA LEVEL. (From a WIDA publication ongrowth and
the W-ACCESS. This is the document we've all been looking for!
John and Rita performing an academic task in Spanish. (We explain the concept of "theme" and give examples.)
Using the CVC Criteria, where would you place their WIDA Levels?
Use the CVC Criteria to evaluate our "academic Spanish" WIDA Speaking levels. Our task was to explain the literary concept of "theme" and give examples.
Your task is to use the CVC Criteria to assess Rita, John and Emily in their academic Spanish.
Based on the CVC Criteria below, what WIDA Level would each of them be at?
For each, which criteria or criteria would you focus on in supporting them to "level up"? Who needs work on Complexity? On Vocabulary? On Control?
Here are many links, Ppts from PDs, and links to useful tools.
Introduction to WIDA as interpreted by John | "Success Breeds Success" Leveling Up | Link to WIDA Archive | WIDA Rubrics | Can Do Descriptors | Link to Progress Monitoring Tools | | WIDA-BASED Exemplars -- Name that Level!
Introduction to WIDA as interpreted by John
This is John talking through a presentation on "WIDA basics"
that we tend to give at Professional Developments.
This is the starting point for working with WIDA.
*If you click on the little rectangle on the lower right corner of the video,
it will play in full screen mode
-- making it easier to see (albeit a little blurrier).
-- I guess this would be the "karaoke version."
-- but they're on the incredibly annoying-to-get-to MPS Google Apps space
-- so (a) only MPS people can access them,
and (b) only the most persistent among MPS folks.
https://sites.google.com/a/mpls.k12.mn.us/ell2/w-apt
MPS teachers: if you can't reach the MPS Google Apps site,
referred to above and work through these documents --->
"Success Breeds Success" Leveling Up
A video I did with suggestions on how to support
English Language Proficiency growth for MPS students.
(It's 16 minutes long, but sixteen minutes that fly by ...)
The PowerPoint for you to Re-Purpose
The PDF Version
Annual WIDA Proficiency-Level Growth Rates broken down by GRADE
CLUSTER and by WIDA LEVEL. (From a WIDA publication ongrowth and
the W-ACCESS. This is the document we've all been looking for!
Annual WIDA Proficiency-Level Growth Rates
Link to WIDA Archive
See 2009 for WIDA's original "Focus on Growth" Materials
results presentation
WIDA Rubrics
Can Do Descriptors
WIDA Can-do descriptors PDFsMPLS/ESL WIDA-based Student-Friendly Can-Do Descriptors (PDF)
for the first three grade clusters
Spanish Student-Friendly Can-Do Descriptors [PDF file]
Link to Progress Monitoring Tools
WIDA-BASED Exemplars -- Name that Level!
John and Rita performing an academic task in Spanish. (We explain the concept of "theme" and give examples.)Using the CVC Criteria, where would you place their WIDA Levels?
Use the CVC Criteria to evaluate our "academic Spanish" WIDA Speaking levels.
Our task was to explain the literary concept of "theme" and give examples.
Your task is to use the CVC Criteria to assess Rita, John and Emily in their academic Spanish.